International Journal of Evaluation and Research in Education (IJERE)最新文献_第4页

Development of the noise questionnaire in the online learning process and implications for counseling 在线学习过程中噪音问卷的开发及对辅导的影响

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.26805

Ardimen Ardimen, Rafsel Tas'adi, Murisal Murisal, Gusril Kenedi, H. Hardivizon, Romi Fajar Tanjung

{"title":"Development of the noise questionnaire in the online learning process and implications for counseling","authors":"Ardimen Ardimen, Rafsel Tas'adi, Murisal Murisal, Gusril Kenedi, H. Hardivizon, Romi Fajar Tanjung","doi":"10.11591/ijere.v13i3.26805","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26805","url":null,"abstract":"Starting with online learning requires a lot of attention such as focus, comfortable sitting, and avoiding distractions such as noise. A noise questionnaire instrument is an evaluation tool designed to identify the experience of students in the online learning process. This instrument was developed based on a literature review on noise and online learning. The instrument first stage was given to 110 students and the instrument second stage was given to 460 students in seven universities in Indonesia, 99 male and 361 female respondents aged 18-30 years. The instrument was designed based on DeVito’s noise theory: physical noise, physiological noise, psychological noise, and semantic noise. The statistical test of the instrument used confirmatory factor analysis (CFA) to find the goodness of fit index model. The results of the noise instrument factor analysis show a fit model, acceptable validity, and high internal consistency (α=0.86). The findings of this study produce valid and reliable instruments for identifying noise indicators that are dominant in online learning activities. The results of identifying noise in online learning can be used to design guidance and counseling programs or plan actions to deal with noise in online learning according to the data obtained.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"56 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141231644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The cognitive alignment of mathematics teachers’ assessments and its curriculum 数学教师的评估与其课程的认知一致性

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.26814

Firdha Mahrifatul Zana, C. Sa’dijah, Susiswo Susiswo

{"title":"The cognitive alignment of mathematics teachers’ assessments and its curriculum","authors":"Firdha Mahrifatul Zana, C. Sa’dijah, Susiswo Susiswo","doi":"10.11591/ijere.v13i3.26814","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26814","url":null,"abstract":"This study aims to explore how the cognitive level alignment between the teachers’ assessments and Mathematics curriculum in Indonesia related to students’ higher order thinking skills (HOTS) development. The study adopted a descriptive exploratory design with a qualitative approach. The participants of this study were 15 high school mathematics teachers from Malang City and the Nganjuk district. Data were collected from the results of the assessments and indicators of the mathematics curriculum used by teachers. The data collected were analyzed using Anderson & Krathwohl’s Taxonomy to determine the alignment of the cognitive level from assessments and curriculum. In the semi-structured interview session, we recorded teachers’ responses who were able to construct HOTS-based assessments. Our findings showed: i) mathematics indicators primarily targeted students’ thinking skills at the low cognitive level, namely applying; ii) teachers’ assessments were more dominant at the low cognitive level, and there was no assessment at create level; and iii) the alignment of the cognitive level was relatively low for the HOTS category. The study findings can be used to improve curriculum and assessment in education. They can also be used as reflections for Mathematics teachers on the importance of aligning the cognitive level, especially that develop students’ HOTS.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"40 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141232484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The challenges of implementing cultural-based teaching in remedial education: analyses and recommendations 在补习教育中实施基于文化的教学所面临的挑战：分析与建议

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.27255

Salehuddin Al As Anuas, Nurfaradilla Mohamad Nasri, Aliza Alias

{"title":"The challenges of implementing cultural-based teaching in remedial education: analyses and recommendations","authors":"Salehuddin Al As Anuas, Nurfaradilla Mohamad Nasri, Aliza Alias","doi":"10.11591/ijere.v13i3.27255","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27255","url":null,"abstract":"In remedial education, teachers play a crucial role in ensuring students from diverse backgrounds master language literacy skills. The current implementation of cultural-based teaching is perceived as an effort to assist remedial students from diverse backgrounds and cultures to learn effectively. The study aims to analyze teachers’ perceptions of challenges in implementing cultural-based teaching in remedial education for language literacy. The study employed a quantitative approach by distributing questionnaires to 252 remedial teachers recruited randomly from primary schools in the Malaysian middle-state zone. The collected data were evaluated descriptively, and the results revealed that these teachers experienced challenges in four areas, namely teaching resources, remedial curricula, teacher knowledge, and time allocation. Moreover, the findings demonstrated that demographic factors, such as gender, school location, and years of teaching experience, did not produce significant impacts on the aforementioned challenges. Simultaneously, this study explored teachers’ perceptions of recommending culturally responsive teaching approaches in remedial education as an alternative to the current cultural-based teaching methodology.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141234709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing learning and training within industry model to improve work readiness of vocational high school students 开发行业内学习和培训模式，提高职业高中学生的工作准备程度

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.26175

B. Sudarsono, Prabandari Listyaningrum, Fatwa Tentama, Fanani Arief Ghozali

{"title":"Developing learning and training within industry model to improve work readiness of vocational high school students","authors":"B. Sudarsono, Prabandari Listyaningrum, Fatwa Tentama, Fanani Arief Ghozali","doi":"10.11591/ijere.v13i3.26175","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26175","url":null,"abstract":"Unemployment is still a national priority that needs to be addressed. In 2022, vocational high schools in Indonesia had the highest open unemployment rate. The highest open unemployment rate is a result of vocational high school students’ insufficient work readiness. Therefore, this research aims to develop a learning and training within industry (LTWI) model, and to evaluate the model’s efficacy in increasing vocational high school students’ work readiness. The research employed a research and development (R&D) design by Richey and Klein with the phases of needs analysis, internal validation, and external validation. There were 12 teachers and 89 students from the automotive engineering department at Muhammadiyah 1 Pakem Vocational High School and 1 Puring Vocational High School, as well as six instructors from the automotive industry: GAS Auto Service, Automotive Jogjakarta Center (OJC), Bengkel Barokah, and RND Auto Service, participated in the research. Data collection strategies adopted were interviews, questionnaires, and performance tests. The data were descriptively evaluated, and the conclusions were drawn using a categorization formula. With an average score of 3.43, the LTWI model can be used to learn very well. With an average final score of 3.32, the efficacy of the LTWI learning model falls into the category of “very good”. The LTWI model can be applied effectively to learning in vocational high schools since it has a positive influence on students’ work readiness.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"41 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141234869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The flipped-classroom effect on vocational high school students’ learning outcomes 翻转课堂对职业高中学生学习成果的影响

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.26757

Admaja Dwi Herlambang, Ririn Ririn, Aditya Rachmadi

{"title":"The flipped-classroom effect on vocational high school students’ learning outcomes","authors":"Admaja Dwi Herlambang, Ririn Ririn, Aditya Rachmadi","doi":"10.11591/ijere.v13i3.26757","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26757","url":null,"abstract":"The flipped-classroom instructional model is considered suitable for teaching procedural knowledge. Apart from flipped-classroom, it turns out that another instructional model, namely direct instruction, is also designed to teach procedural knowledge. Therefore, this study aimed to examine differences in procedural knowledge learning outcomes between flipped-classroom and direct instruction learning models in the cognitive and psychomotor domains and to determine the effect of flipped-classroom on students’ procedural knowledge learning outcomes. This type of research is a true-experimental design with a randomized pre-test post-test control group design for the cognitive domain and a randomized post-test only control group design for the psychomotor domain. The research instrument used a written test (pre-test and post-test) for the cognitive domain and a performance assessment for the psychomotor domain. The flipped-classroom is better than direct instruction regarding procedural knowledge learning outcomes. Furthermore, flipped-classroom significantly affects the students’ procedural knowledge learning outcomes, both cognitive and psychomotor domains. The effect of flipped-classroom implementation on the psychomotor domain (t(50)=23.62; p<0.01; d=6.56) is greater than the impact of performance on the cognitive domain (t(50)=2.35; p<0.05; d=0.65).","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"1 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141230062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Domestication theory in action: Indonesian Twitter corpus analysis during distance learning 实践中的驯化理论：远程学习中的印尼 Twitter 语料分析

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.27149

Nurly Meilinda, Billy K. Sarwono, Ummi Salamah

{"title":"Domestication theory in action: Indonesian Twitter corpus analysis during distance learning","authors":"Nurly Meilinda, Billy K. Sarwono, Ummi Salamah","doi":"10.11591/ijere.v13i3.27149","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27149","url":null,"abstract":"This research aims at analyzing how COVID-19 discourse in the world of education unfolds in the Indonesian Twittersphere by separating public discourse in transition periods, large-scale social restrictions (PSBB), and imposition of emergency restrictions toward community activities (PPKM) and PPKM level 1 to 4. This research used qualitative approach and employed the Domestication Theory to provide a deeper understanding of how individuals integrate technology into their everyday lives. The dataset consisting of 3,196,627 tweets from two keywords and two hashtags was collected and analyzed using corpus linguistics techniques. This study found the emergence of the five main theme groups suggests that users have tried to make sense of and adapt to this new digital learning environment, while also expressing their frustrations and concerns. This highlights the importance of understanding how users domesticate technology and incorporate it into their social and cultural practices. The practical implications of this research include the need to address not only the technical aspects of online learning but also the psychological and social well-being of students, as they navigate this new learning environment.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"60 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141231294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Students’ well-being development in the classroom: a mixed-method study 学生在课堂上的幸福发展：混合方法研究

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.27145

Rahmat Aziz, Mulyadi Mulyadi, Muhammad Samsul Hadi, Esa Nur Wahyuni, Rubaidi Rubaidi

{"title":"Students’ well-being development in the classroom: a mixed-method study","authors":"Rahmat Aziz, Mulyadi Mulyadi, Muhammad Samsul Hadi, Esa Nur Wahyuni, Rubaidi Rubaidi","doi":"10.11591/ijere.v13i3.27145","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.27145","url":null,"abstract":"Students’ well-being is a fundamental goal in education. The school has a strategic role in developing students’ well-being. This study elaborates on teachers’ classroom activities to develop students’ well-being. The research employed a mixed-method sequential explanatory approach. There were 1,100 students from 11 junior high schools in East Java Province, Indonesia, provided quantitative data. Four teachers provided qualitative data. Descriptive and regression analysis techniques were used for analyzing quantitative data, while thematic analysis was used for analyzing qualitative data. The results show that the hypothesis is accepted. It means that classroom climate affects students’ well-being. The findings also showed four teacher strategies for developing students’ well-being, namely: creating harmonious relationships with students, developing student potential, helping students with difficulties, and creating rules to make students comfortable being in school. The ability of teachers to manage learning in the classroom affects the high level of students’ well-being. The results have implications for the development of students’ well-being through positive teachers teaching.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"55 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141232261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Museum visit intervention in K-12 education: a scoping review K-12 教育中的博物馆参观干预：范围审查

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.27119

Chatterjee Sahani, G. S. Prakasha

引用次数: 0

The role of peace educators in building a culture of peace in the school: Comparisons between Indonesia and Malaysia 和平教育工作者在学校建设和平文化中的作用：印度尼西亚与马来西亚的比较

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.28096

Wahyu Nanda Eka Saputra, Trikinasih Handayani, Agus Supriyanto, Waharjani Waharjani, Salleh Amat, Arif Budi Prasetya, P. S. Rohmadheny, Yuliyanti Indriani Rahayu

{"title":"The role of peace educators in building a culture of peace in the school: Comparisons between Indonesia and Malaysia","authors":"Wahyu Nanda Eka Saputra, Trikinasih Handayani, Agus Supriyanto, Waharjani Waharjani, Salleh Amat, Arif Budi Prasetya, P. S. Rohmadheny, Yuliyanti Indriani Rahayu","doi":"10.11591/ijere.v13i3.28096","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.28096","url":null,"abstract":"A culture of peace is a condition that school members covet. Indonesia and Malaysia are two neighboring countries that support implementing peace education. Even though the two countries are allied and neighbors, each country has uniqueness, including implementing peace education. This study aims to describe the role of peace educators in Indonesian and Malaysian schools. Systematic literature reviews identify the position of peace educators in building a culture of peace in schools. The study uses eight main articles to describe the role of peace educators in Indonesia and Malaysia. The selected articles were analyzed by data extraction. The study results show that peace educators in Indonesia and Malaysia have different characteristics. Peace educators in Indonesia focus more on efforts to suppress student violence. Meanwhile, peace educators in Malaysia focus on building a constructive mindset towards all forms of experiences experienced by students. The study recommends further research to create a unique model of peace education according to the characteristics of students in Indonesia and Malaysia.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"40 50","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141232436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Ethnoscience learning: how do teacher implementing to increase scientific literacy in junior high school 民族科学学习：教师如何实施以提高初中生的科学素养

International Journal of Evaluation and Research in Education (IJERE) Pub Date : 2024-06-01 DOI: 10.11591/ijere.v13i3.26180

J. Jufrida, W. Kurniawan, F. R. Basuki

{"title":"Ethnoscience learning: how do teacher implementing to increase scientific literacy in junior high school","authors":"J. Jufrida, W. Kurniawan, F. R. Basuki","doi":"10.11591/ijere.v13i3.26180","DOIUrl":"https://doi.org/10.11591/ijere.v13i3.26180","url":null,"abstract":"Ethnoscience learning is an activity that connects local wisdom or cultural with science concepts. A mixed method study with an embedded design was used to describe how do teachers apply ethnoscience learning to increase scientific literacy. A total of 90 students grade 8th in District Muaro Jambi were involved in this study consisted of three classes. In-depth interviews and observations were conducted to collect qualitative data. The observation was used to determine the suitability of learning with the lesson plan. Deep interviews were used to explore teacher and student experiences in implementing ethnoscience learning. A teacher and three students were randomly selected as key informants. The quantitative data were collected by scientific literacy test that consisted of ten multiple choices. It has been tested for validity and reliability. The result of the reliability test is 0.85 with a very high category. Increase in scientific literacy is measured by normalized gain (N-gain). The analysis of variance (ANOVA) test was applied to determine scientific literacy differences between groups. Ethnoscience learning had been implemented by teacher in three different class on topic simple machines. It was designed by integrating local wisdom as a context for finding scientific concepts. The learning was designed by following a discovery model. The implementation of ethnoscience learning can increase scientific literacy with medium category. There was no significant difference between three classes.","PeriodicalId":517136,"journal":{"name":"International Journal of Evaluation and Research in Education (IJERE)","volume":"20 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141233718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0